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1 Agriculture, Food & Natural Resources Career Cluster Agriculture Meat and Dairy Product Processing Course: Course Description This course is designed for the Food Products and Processing Pathway. The course introduces the areas of Meats (Beef, Pork, Lamb) Identification, Evaluation, Yield and Quality Grading, and Safety; Poultry (Production and Processing) Evaluation, and Management; Dairy (Production and Processing) Evaluation and Management. The course introduces scientific agricultural production and research; presents problem solving lessons and introductory skills and knowledge in agricultural science, technologies and microbiology. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities. This course is in the Food Products and Processing Pathway and is intended for students in grades Course Standard 1 AFNR-AMDPP-1 The following standard is included in all CTAE courses adopted for the Career Cluster/Pathways. Teachers should incorporate the elements of this standard into lesson plans during the course. The topics listed for each element of the standard may be addressed in differentiated instruction matching the content of each course. These elements may also be addressed with specific lessons from a variety of resources. This content is not to be treated as a unit or separate body of knowledge but rather integrated into class activities as applications of the concept. Standard: Demonstrate employability skills required by business and industry. The following elements should be integrated throughout the content of this course. 1.1 Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities. Person-to-Person Telephone and Cell Phone and Communicating At Listening Etiquette Etiquette Internet Etiquette Work Interacting with Your Boss Telephone Conversations Using Blogs Improving Skills Reasons, Benefits, and Barriers Interacting with Barriers to Phone Using Social Media Effective Oral Listening Strategies Subordinates conversations Interacting with Making and Effective Written Ways We Filter Co-workers Interacting with Suppliers Returning Calls Making Cold Calls Handling Conference Calls Handling Unsolicited Calls Effective Nonverbal Skills Effective Word Use Giving and Receiving Feedback What We Hear Developing a Listening Attitude Show You Are Listening Asking Questions Obtaining Feedback Getting Others to Listen Nonverbal Communicating Nonverbally Written Writing Documents Speaking Using Language Carefully October 11, 2013 Page 1 of 8 Applications and Effective Résumés Completing a Job Application

2 Reading Body Language Constructive One-on-One Writing a Cover Letter and mixed Messages Criticism in Writing Conversations Matching Verbal and Small Group Things to Include in a Résumé Nonverbal communication Improving Nonverbal Large Group Selling Yourself in a Résumé Indicators Nonverbal Feedback Making Speeches Terms to Use in a Résumé Showing Confidence Involving the Describing Your Job Strengths Nonverbally Audience Showing Assertiveness Answering Questions Organizing Your Résumé Visual and Media Aids Writing an Electronic Résumé Errors in Presentation Dressing Up Your Résumé 1.2 Demonstrate creativity by asking challenging questions and applying innovative procedures and methods. Teamwork and Problem Solving Meeting Etiquette Thinking Creatively Preparation and Participation in Meetings Taking Risks Preparation and Participation in Meetings Building Team Conducting Two-Person or Large Group Meetings Inviting and Introducing Speakers Facilitating Discussions and Closing Preparing Visual Aids Virtual Meetings 1.3 Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations. Problem Solving Customer Service The Application Process Interviewing Skills Finding the Right Job Transferable Job Skills Gaining Trust and Interacting with Providing Information, Accuracy and Double Preparing for an Interview Locating Jobs and Networking Becoming a Problem Solver Identifying a Problem Becoming a Critical Thinker Managing Customers Learning and Giving Customers What They Want Keeping Customers Coming Back Seeing the Customer s Point Selling Yourself and the Company Handling Customer Complaints Strategies for Customer Service Checking Online Application Process Following Up After Submitting an Application Effective Résumés: Matching Your Talents to a Job When a Résumé Should be Used Questions to Ask in an Interview Things to Include in a Career Portfolio Traits Employers are Seeking Considerations Before Taking a Job Job Shopping Online Job Search Websites Participation in Job Fairs Searching the Classified Ads Using Employment Agencies Landing an Internship Staying Motivated to Search October 11, 2013 Page 2 of 8

3 1.4 Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity. Workplace Ethics Personal Characteristics Employer Expectations Business Etiquette Communicating at Work Demonstrating Demonstrating a Behaviors Employers Language and Handling Anger Good Work Ethic Good Attitude Expect Behavior Behaving Appropriately Gaining and Showing Respect Objectionable Behaviors Keeping Information Confidential Dealing with Difficult Coworkers Maintaining Honesty Demonstrating Responsibility Establishing Credibility Avoiding Gossip Dealing with a Difficult Boss Playing Fair Showing Dependability Demonstrating Your Skills Appropriate Work Dealing with Difficult Customers Using Ethical Being Courteous Building Work Cell Phone Etiquette Dealing with Conflict Language Relationships Showing Responsibility Gaining Coworkers Trust Appropriate Work Texting Reducing Harassment Persevering Understanding Copyright Respecting Handling Social Networking Diversity Criticism Making Truthfulness a Showing Professionalism Habit Leaving a Job Ethically 1.5 Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills. Expected Work Traits Teamwork Time Management Demonstrating Responsibility Teamwork Skills Managing Time Dealing with Information Overload Reasons Companies Use Teams Putting First Things First Transferable Job Skills Decisions Teams Make Juggling Many Priorities Managing Change Team Responsibilities Overcoming Procrastination Adopting a New Technology Problems That Affect Teams Organizing Workspace and Tasks Expressing Yourself on a Team Giving and Receiving Constructive Criticism October 11, 2013 Page 3 of 8 Staying Organized Finding More Time Managing Projects Prioritizing Personal and Work Life 1.6 Present a professional image through appearance, behavior and language. On-the-Job Etiquette Person-to-Person Etiquette Etiquette Presenting Yourself Using Professional Meeting Business Creating a Good Impression Looking Professional Manners Acquaintances Introducing People Meeting People for the First Keeping Phone Calls Dressing for Success Time Professional Appropriate Dress Showing Politeness Proper Use of Work Showing a Professional Attitude Business Meal Proper Use of Cell Phone Using Good Posture Functions Behavior at Work Parties Proper Use in Texting Presenting Yourself to Associates Behavior at Conventions Accepting Criticism

4 International Etiquette Cross-Cultural Etiquette Working in a Cubicle Demonstrating Leadership Support of CTAE Foundation Course Standards and Common Core GPS and Georgia Performance Standards L9-10RST 1-10 and L9-10WHST 1-10: Common Core ELA/Literacy standards have been written specifically for technical subjects and have been adopted as part of the official standards for all CTAE courses. Additional Common Core ELA/Literacy standards for Speaking and Listening are listed in the foundational course standards below. Course Standard 2 AFNR-AMDPP-2 Orient and apply the comprehensive program of agricultural education, learns to work safely in the agriculture lab and work sites, demonstrates selected competencies in leadership through the FFA and agricultural industry organizations, and develops plans for a Supervised Agricultural Experience Program (SAEP). 2.1 Explain the role of the Agricultural Education program and the FFA in personal development. 2.2 Demonstrate knowledge learned through a SAEP. 2.3 Develop leadership and personal development skills through participation in the FFA. 2.4 Explore career opportunities with meat & dairy products through the FFA and Agricultural Education Program. 2.5 Explore the professional agricultural organizations associated with the course content. Course Standard 3 AFNR-AMDPP-3 Identify and describe meat retail cuts of beef, pork, and lamb. 3.1 Identify different muscles and muscle groups within a retail cut. 3.2 Recognize bone structure as it applies to carcass structure. 3.3 Differentiate between the types of fat-external (subcutaneous), marbling (intramuscular), and seam (intermuscular). 3.4 Discuss quality of lean color, lean texture, marbling, and fat color. 3.5 Illustrate whole carcasses to identify wholesale and retail cuts. 3.6 Determine and explain appropriate cookery for meat cuts. 3.7 Research retail cuts that are considered value-added products and the importance of value-added products to the retail meat industry. October 11, 2013 Page 4 of 8

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